‘Teaching Global History’ Project Brings Educators and Scholars Together

The “Teaching Global History” book project aims to bridge the gap between historians and history teachers.  A group of four New York City public high school teachers, with help from NYU graduate students, are working to translate cutting edge history scholarship to a format that works for high school classrooms. Mike Stoll and Maia Merin,Continue reading “‘Teaching Global History’ Project Brings Educators and Scholars Together”

Summer Institute Curricular Materials Available Online

This summer, the Council on Latin American and Iberian Studies (CLAIS) at the Whitney and Betty MacMillan Center for International and Area Studies at Yale, the Yale Programs in International Education Resources (PIER) and the Center for Latin American and Caribbean Studies (CLACS) at NYU partnered on a summer institute for educators. Titled Colonial LatinContinue reading “Summer Institute Curricular Materials Available Online”

CLACS Alum Sarah Garland Reports on Education

Sarah Garland’s first book, Gangs of Garden City, tells the story of Latino former gang members living in Long Island, NY. This book, and her prolific work as a journalist, are both connected to work she did as a CLACS M.A. student. Sarah participated in the joint CLACS / Journalism MA program supported by aContinue reading “CLACS Alum Sarah Garland Reports on Education”

CLACS K-12 Summer Institute on Colonial Latin America

Last summer, in the first ever collaboration between NYU CLACS, Yale PIER, and the Yale Council on Latin American and Iberian Studies, CLACS helped organized the Colonial Latin America Summer Institute for educators. The Institute is a series of intensive professional development sessions that serves as a continuing educational training tool for in-service and pre-serviceContinue reading “CLACS K-12 Summer Institute on Colonial Latin America”

Engaged [Art] in São Paulo

I have been interviewing artists in São Paulo who approach their art making as a form of action research, others whose art tends at times towards social communication and/or activism, and others whose work combines methodologies drawn from radical pedagogy with methodologies and strategies more familiar to visual and performance art. Some of my mostContinue reading “Engaged [Art] in São Paulo”